How does Information and Communications Technology Influence Turkish Students’ Science Achievement?

Abstract

This study aims to evaluate the science achievements of Turkish students based on 2018 PISA data both according to Information and Communications Technology (ICT) variables of student and school levels. With a relational research model, regression analysis was used to measure the variance factors affecting science achievement. Also, two-level Hierarchical Linear Modelling (HLM) analysis was used to add school-level analysis. According to the results, it can be said that student-level ICT variables explain approximately 20% of the total variance in science success of students. The positive determinants are ICT resources, subjectrelated ICT use during lessons, and perceived ICT competence. The negative determinants are the use of ICT at school in general, ICT use as social interaction, and ICT use outside of school.

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

“…Starting with the analysis of the results obtained, it was generally observed that the assessment of ICT use and engagement in the educational environment was medium-high. This is in line with other studies [5,[45][46][47][48][49][50]. It is true that certain aspects were below the overall average, as in the case where students forget about time when using electronic devices or where they exchange solutions to problems with digital devices using the Internet.…”

“…In those adolescents who are supervised in the use of ICT by their families and, in addition, use ICT as a methodological resource in schools, there are benefits in their academic performance [15,16,36,45]. However, those who use electronic tools and devices without supervision, as a means of recreation, socializing, or sharing multimedia images [13], decline in terms of their performance in mathematics, science, and reading comprehension [5,49]. This is a clear example of how certain factors influence students' ICT use.…”

“…The main research on the motivation generated by ICT in adolescents is related to education, especially in how the use of ICT in students, at home and at school, influences the performance of reading comprehension [5,45,46], mathematics [47,48] and science [47][48][49][50]. In these three domains or areas of knowledge, there are differences in academic performance.…”

“…During the pandemic, ICT use has grown among adolescents, and they rely more than ever on technology for their studies [51]. Analyzing ICT use and its variables in this period is important, as it provides a clearer picture of the effects on motivation and academic performance in this student body [49]. Such research can create an early warning system that can identify students at risk of not developing adequate reading literacy in the future [45].…”

The Effect of the Educational Game, Reading-Writing-Game and Reading-Writing-Application Methods on Students' Social Skills, Attitudes Towards Science Course and School

“…This difficulty further diminishes the interests and desires of students who struggle with learning. Consequently, students tend to develop a negative attitude towards the course, teacher, and school (Karamustafaoğlu & Kaya, 2013;Kaya & Elgün, 2015). A negative attitude towards school and course can also adversely impact the learning process.…”